Tag: Model Answer

  • [Solved] Balance

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    – ## Balancing_Confidentiality_and_Safety_Finalcopy.pdf **## Balancing_Confidentiality_and_Safety_Finalcopy.pdf** Balancing Confidentiality and Safety: My Experience Working with Domestic Violence Survivors Balancing Confidentiality and Safety: My Experience Working with Domestic Violence Su…

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    – ## Balancing_Confidentiality_and_Safety_Finalcopy.pdf

    **## Balancing_Confidentiality_and_Safety_Finalcopy.pdf**

    Balancing Confidentiality and Safety: My Experience Working with Domestic Violence

    Survivors

    Balancing Confidentiality and Safety: My Experience Working with Domestic Violence

    Survivors

    Introduction

    As a Victim Advocate for survivors of domestic violence, I’ve had to face some of the hardest

    situations where safety and trust can collide. One of the most difficult parts of my job is when a

    client shares something that could put them in danger, but they beg me not to tell anyone. This

    paper talks about how I would handle a situation like that, using a case example of Maria, a

    domestic violence survivor. It also shares my personal values, the values of social work, and how

    I use Reamer’s Ethical Principles Screen to help guide decisions that are both safe and ethical.

    The question that guides this paper is simple but heavy: how can social workers respect

    confidentiality while also protecting clients from serious harm? My answer is that we can find a

    balance by following the NASW Code of Ethics, thinking carefully through our decisions, and

    working with supervisors and other professionals. I’ve learned that doing the right thing is not

    about perfection, but about care, reflection, and honesty.

    Personal Values

    My personal values are respect, honesty, and compassion. I truly believe people should have a

    voice in what happens in their lives, even in crisis. But when you work with survivors of

    domestic violence, things get complicated fast. There have been times when I sat with a client

    who told me something scary, and my heart wanted to protect them right away. At the same time,

    I knew I had to respect their choices and build trust first. In one case, a client told me her partner

    had a gun but didn’t want me to tell the police. I remember feeling torn. I didn’t want her to lose

    faith in me, but I couldn’t stop thinking about her safety.

    Being an advocate taught me that helping someone doesn’t always mean taking control—it

    means standing beside them. Sometimes people aren’t ready to leave, and forcing them can make

    things worse. So instead of trying to ‘save’ them, I’ve learned to listen, plan, and offer options.

    Respecting someone’s pace is also a form of protection.

    Professional Values

    The NASW Code of Ethics talks about six main values: service, social justice, dignity and worth

    of the person, importance of human relationships, integrity, and competence. These values guide

    how we work with clients and how we make hard decisions. According to the NASW Code, our

    first duty is to our clients, but we also have to act when someone faces serious danger.

    As Segal, Gerdes, and Steiner (2019) wrote, “Social workers are committed to promoting social

    justice and the dignity and worth of every person, even when facing complex ethical dilemmas”

    (p. 42). I think about this quote a lot in my work. It reminds me that even when the situation is

    complicated, the goal is always to protect life and dignity. Integrity means being honest with

    clients about what I can and can’t keep confidential. Competence means being prepared—

    knowing risk assessments, local laws, and resources for survivors.

    Case Example

    Maria is a 32-year-old mother of two. She came to a social worker after years of emotional and

    physical abuse. She said her partner had threatened to kill her if she ever left. Maria begged the

    social worker not to tell anyone because she was scared things would get worse if he found out.

    This is the kind of situation that breaks your heart and tests your values.

    I’ve worked with survivors like Maria. Many don’t call the police because they fear losing

    housing, their children, or support from family. Others just aren’t ready to leave. When I safety

    plan with clients, we focus on things they can control: code words with friends, keeping

    important papers in a safe place, or knowing where they can go if they need to run. Those small

    steps can save lives. But Maria’s case raises a big question—when does keeping a secret become

    too dangerous?

    Ethical Decision-Making with Reamer’s Ethical Principles Screen

    Reamer’s Ethical Principles Screen helps social workers work through tough choices step by

    step. Instead of reacting with fear or emotion, we slow down and think. Here’s how I’d use it for

    Maria’s situation:

    1. Identify the main problem. The dilemma is between confidentiality and safety.

    2. Think about personal and professional values. My value of respect tells me to honor her

    wishes. My value of safety—and the NASW’s value of service—tell me to protect her.

    3. Look at the NASW Code of Ethics. It says we must protect privacy, but we can share

    information if needed to prevent serious harm.

    4. Consider the law and agency policy. If kids are at risk, there may be a legal duty to report.

    Agency policy may also require talking to a supervisor.

    5. Explore options and consequences. I could keep things private and continue safety planning,

    or make a limited report if I believe her life is in immediate danger. Both choices carry risks.

    6. Decide and act. I’d talk with my supervisor, assess risk, and tell Maria what I plan to do.

    Being honest and respectful can help her feel less betrayed.

    7. Reflect and document. I’d write down what happened, what I considered, and why I chose the

    action I did.

    Segal et al. (2019) said, “Social workers must often navigate the tension between respecting

    client self-determination and ensuring safety, particularly in high-risk situations such as domestic

    violence” (p. 210). That describes this case perfectly.

    Reflection

    Thinking about Maria’s story makes me remember many clients I’ve worked with. There’s never

    an easy answer. I’ve felt the weight of wanting to keep someone safe while knowing that

    breaking confidentiality could hurt our trust. Supervision has helped me so much in those

    moments. Talking things out helps me stay calm and ethical instead of acting from panic.

    Segal et al. (2019) said, “Ethical decision-making requires thoughtful consideration of personal

    values, professional standards, and the context of the client system” (p. 215). That quote reminds

    me to slow down and think about the full picture. Being reflective doesn’t mean I have all the

    answers—it means I care enough to think things through. I’ve learned that real social work

    happens in that gray area between rules and compassion.

    Recognizing My Limits and Biases

    I know I have biases that I need to check. Sometimes, my own fear for a client makes me want to

    act fast, but that can make things worse. I also know that not all survivors have the same options.

    Some don’t speak English, some fear deportation, and some can’t afford to leave. Understanding

    how race, gender, and money affect safety helps me plan better with clients. Ethics isn’t one-

    size-fits-all—it’s about seeing the whole person and their world.

    Conclusion

    Working with domestic violence survivors is never simple. Every decision feels personal and

    heavy because lives are at stake. Balancing confidentiality and safety takes empathy, patience,

    and clear thinking. Using Reamer’s Ethical Principles Screen and following the NASW Code of

    Ethics helps me stay grounded. My experience as a Victim Advocate taught me that trust is

    important, but safety always comes first. In the end, good social work means being human—

    kind, careful, and willing to face hard choices with heart.

    References

    Congress, E. P. (1999). Social work values and ethics: Identifying and resolving professional

    dilemmas. Belmont, CA: Brooks/Cole.

    National Association of Social Workers. (2021). Code of Ethics of the National Association of

    Social Workers. Washington, DC: NASW Press.

    Reamer, F. G. (2018). Ethical standards in social work: A review of the NASW Code of Ethics.

    Washington, DC: NASW Press.

    Segal, E., Gerdes, K., & Steiner, S. (2019). An Introduction to the Profession of Social Work

    (6th ed.). Cengage.

    Smith, J. A., & Thompson, L. (2017). Ethical dilemmas in domestic violence social work

    practice. Journal of Social Work, 17(3), 245–260.

    – Introduction
    – Personal Values
    – Professional Values
    – Case Example
    – Ethical Decision-Making with Reamer’s Ethical Principles Screen
    – Reflection
    – Recognizing My Limits and Biases
    – Conclusion

    **## Balancing_Confidentiality_and_Safety_Finalcopy.pdf**

    Balancing Confidentiality and Safety: My Experience Working with Domestic Violence

    Survivors

    Balancing Confidentiality and Safety: My Experience Working with Domestic Violence

    Survivors

    Introduction

    As a Victim Advocate for survivors of domestic violence, I’ve had to face some of the hardest

    situations where safety and trust can collide. One of the most difficult parts of my job is when a

    client shares something that could put them in danger, but they beg me not to tell anyone. This

    paper talks about how I would handle a situation like that, using a case example of Maria, a

    domestic violence survivor. It also shares my personal values, the values of social work, and how

    I use Reamer’s Ethical Principles Screen to help guide decisions that are both safe and ethical.

    The question that guides this paper is simple but heavy: how can social workers respect

    confidentiality while also protecting clients from serious harm? My answer is that we can find a

    balance by following the NASW Code of Ethics, thinking carefully through our decisions, and

    working with supervisors and other professionals. I’ve learned that doing the right thing is not

    about perfection, but about care, reflection, and honesty.

    Personal Values

    My personal values are respect, honesty, and compassion. I truly believe people should have a

    voice in what happens in their lives, even in crisis. But when you work with survivors of

    domestic violence, things get complicated fast. There have been times when I sat with a client

    who told me something scary, and my heart wanted to protect them right away. At the same time,

    I knew I had to respect their choices and build trust first. In one case, a client told me her partner

    had a gun but didn’t want me to tell the police. I remember feeling torn. I didn’t want her to lose

    faith in me, but I couldn’t stop thinking about her safety.

    Being an advocate taught me that helping someone doesn’t always mean taking control—it

    means standing beside them. Sometimes people aren’t ready to leave, and forcing them can make

    things worse. So instead of trying to ‘save’ them, I’ve learned to listen, plan, and offer options.

    Respecting someone’s pace is also a form of protection.

    Professional Values

    The NASW Code of Ethics talks about six main values: service, social justice, dignity and worth

    of the person, importance of human relationships, integrity, and competence. These values guide

    how we work with clients and how we make hard decisions. According to the NASW Code, our

    first duty is to our clients, but we also have to act when someone faces serious danger.

    As Segal, Gerdes, and Steiner (2019) wrote, “Social workers are committed to promoting social

    justice and the dignity and worth of every person, even when facing complex ethical dilemmas”

    (p. 42). I think about this quote a lot in my work. It reminds me that even when the situation is

    complicated, the goal is always to protect life and dignity. Integrity means being honest with

    clients about what I can and can’t keep confidential. Competence means being prepared—

    knowing risk assessments, local laws, and resources for survivors.

    Case Example

    Maria is a 32-year-old mother of two. She came to a social worker after years of emotional and

    physical abuse. She said her partner had threatened to kill her if she ever left. Maria begged the

    social worker not to tell anyone because she was scared things would get worse if he found out.

    This is the kind of situation that breaks your heart and tests your values.

    I’ve worked with survivors like Maria. Many don’t call the police because they fear losing

    housing, their children, or support from family. Others just aren’t ready to leave. When I safety

    plan with clients, we focus on things they can control: code words with friends, keeping

    important papers in a safe place, or knowing where they can go if they need to run. Those small

    steps can save lives. But Maria’s case raises a big question—when does keeping a secret become

    too dangerous?

    Ethical Decision-Making with Reamer’s Ethical Principles Screen

    Reamer’s Ethical Principles Screen helps social workers work through tough choices step by

    step. Instead of reacting with fear or emotion, we slow down and think. Here’s how I’d use it for

    Maria’s situation:

    1. Identify the main problem. The dilemma is between confidentiality and safety.

    2. Think about personal and professional values. My value of respect tells me to honor her

    wishes. My value of safety—and the NASW’s value of service—tell me to protect her.

    3. Look at the NASW Code of Ethics. It says we must protect privacy, but we can share

    information if needed to prevent serious harm.

    4. Consider the law and agency policy. If kids are at risk, there may be a legal duty to report.

    Agency policy may also require talking to a supervisor.

    5. Explore options and consequences. I could keep things private and continue safety planning,

    or make a limited report if I believe her life is in immediate danger. Both choices carry risks.

    6. Decide and act. I’d talk with my supervisor, assess risk, and tell Maria what I plan to do.

    Being honest and respectful can help her feel less betrayed.

    7. Reflect and document. I’d write down what happened, what I considered, and why I chose the

    action I did.

    Segal et al. (2019) said, “Social workers must often navigate the tension between respecting

    client self-determination and ensuring safety, particularly in high-risk situations such as domestic

    violence” (p. 210). That describes this case perfectly.

    Reflection

    Thinking about Maria’s story makes me remember many clients I’ve worked with. There’s never

    an easy answer. I’ve felt the weight of wanting to keep someone safe while knowing that

    breaking confidentiality could hurt our trust. Supervision has helped me so much in those

    moments. Talking things out helps me stay calm and ethical instead of acting from panic.

    Segal et al. (2019) said, “Ethical decision-making requires thoughtful consideration of personal

    values, professional standards, and the context of the client system” (p. 215). That quote reminds

    me to slow down and think about the full picture. Being reflective doesn’t mean I have all the

    answers—it means I care enough to think things through. I’ve learned that real social work

    happens in that gray area between rules and compassion.

    Recognizing My Limits and Biases

    I know I have biases that I need to check. Sometimes, my own fear for a client makes me want to

    act fast, but that can make things worse. I also know that not all survivors have the same options.

    Some don’t speak English, some fear deportation, and some can’t afford to leave. Understanding

    how race, gender, and money affect safety helps me plan better with clients. Ethics isn’t one-

    size-fits-all—it’s about seeing the whole person and their world.

    Conclusion

    Working with domestic violence survivors is never simple. Every decision feels personal and

    heavy because lives are at stake. Balancing confidentiality and safety takes empathy, patience,

    and clear thinking. Using Reamer’s Ethical Principles Screen and following the NASW Code of

    Ethics helps me stay grounded. My experience as a Victim Advocate taught me that trust is

    important, but safety always comes first. In the end, good social work means being human—

    kind, careful, and willing to face hard choices with heart.

    References

    Congress, E. P. (1999). Social work values and ethics: Identifying and resolving professional

    dilemmas. Belmont, CA: Brooks/Cole.

    National Association of Social Workers. (2021). Code of Ethics of the National Association of

    Social Workers. Washington, DC: NASW Press.

    Reamer, F. G. (2018). Ethical standards in social work: A review of the NASW Code of Ethics.

    Washington, DC: NASW Press.

    Segal, E., Gerdes, K., & Steiner, S. (2019). An Introduction to the Profession of Social Work

    (6th ed.). Cengage.

    Smith, J. A., & Thompson, L. (2017). Ethical dilemmas in domestic violence social work

    practice. Journal of Social Work, 17(3), 245–260.

    – Introduction
    – Personal Values
    – Professional Values
    – Case Example
    – Ethical Decision-Making with Reamer’s Ethical Principles Screen
    – Reflection
    – Recognizing My Limits and Biases
    – Conclusion

  • [Solved] NUR514W1

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    – ## NUR514W1.docx **## NUR514W1.docx** **DISCUSSION:** · Name and discuss four prevention essential health benefits for women that must be covered under the Affordable Care Act. · For women in the age range of early adulthood describe: · The psychosocial development. · As a Nurse practitioner, what…

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    – ## NUR514W1.docx

    **## NUR514W1.docx**

    **DISCUSSION:**

    · Name and discuss four prevention essential health benefits for women that must be covered under the Affordable Care Act.

    · For women in the age range of early adulthood describe:

    · The psychosocial development.

    · As a Nurse practitioner, what you think would be the most appropriate clinical education and clinical interventions you would do on a patient in that age range. Base your answer on most common normal and pathological situations women face in the mentioned age range.

    · Define and give an example of Primary, Secondary and Tertiary prevention on Women's Health.

    **INSTRUCTIONS:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.  Your initial post is worth 8 points.

    · Please include introduction and conclusion paragraphs

    · Please write in paragraph form, no bullet points

    · Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

    · Please ensure APA formatting is correct

    PLEASE SEE RUBRIC BELOW FOR SCORE OF 10 POINTS

    ![A screenshot of a white sheet AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur514w1)

    ## image1.png

    **## NUR514W1.docx**

    **DISCUSSION:**

    · Name and discuss four prevention essential health benefits for women that must be covered under the Affordable Care Act.

    · For women in the age range of early adulthood describe:

    · The psychosocial development.

    · As a Nurse practitioner, what you think would be the most appropriate clinical education and clinical interventions you would do on a patient in that age range. Base your answer on most common normal and pathological situations women face in the mentioned age range.

    · Define and give an example of Primary, Secondary and Tertiary prevention on Women's Health.

    **INSTRUCTIONS:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.  Your initial post is worth 8 points.

    · Please include introduction and conclusion paragraphs

    · Please write in paragraph form, no bullet points

    · Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

    · Please ensure APA formatting is correct

    PLEASE SEE RUBRIC BELOW FOR SCORE OF 10 POINTS

    ![A screenshot of a white sheet AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur514w1)

    ## image1.png

  • [Solved] NUR514CLW1

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    – ## NUR514CLW1.docx **## NUR514CLW1.docx** **DISCUSSION:** Describe your clinical experience for this week. · Did you face any challenges, any success? If so, what were they? · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 pos…

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    Assignment Prompt & Instructions

    – ## NUR514CLW1.docx

    **## NUR514CLW1.docx**

    **DISCUSSION:**

    Describe your clinical experience for this week.

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales
    **(WOMENS HEALTH RELATED)**

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **INSTRUCTIONS:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.  Your initial post is worth 8 points.

    · Please include introduction and conclusion paragraphs

    · Please write in paragraph form, no bullet points

    · Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

    · Please ensure APA formatting is correct

    PLEASE SEE RUBRIC BELOW FOR SCORE OF 10 POINTS

    ![A screenshot of a white sheet AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur514clw1)

    ## image1.png

    **## NUR514CLW1.docx**

    **DISCUSSION:**

    Describe your clinical experience for this week.

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales
    **(WOMENS HEALTH RELATED)**

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **INSTRUCTIONS:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.  Your initial post is worth 8 points.

    · Please include introduction and conclusion paragraphs

    · Please write in paragraph form, no bullet points

    · Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

    · Please ensure APA formatting is correct

    PLEASE SEE RUBRIC BELOW FOR SCORE OF 10 POINTS

    ![A screenshot of a white sheet AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur514clw1)

    ## image1.png

  • [Solved] discussion

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    For this final discussion, share your feelings about this change project. Improving patient handoff communication. DUE in 6 hours. – What did you learn from your change project? – How did it increase your self-awareness of the values and attitudes that influence the role of the APRN using the best a…

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    Assignment Prompt & Instructions

    For this final discussion, share your feelings about this change project. Improving patient handoff communication. DUE in 6 hours.
    – What did you learn from your change project?
    – How did it increase your self-awareness of the values and attitudes that influence the role of the APRN using the best available evidence to improve quality of clinical practice?
    – What did you learn from your classmates’ presentations?
    – Explore the foundations of your past and current knowledge to improve practice processes and outcomes as a result of your clinical change project.
    – Reflect on how your change project strengthened your understanding in the development and evaluation of interventions that promote population health and prevent disease in community settings.

  • [Solved] Help

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    In-depth study guidance and analytical solution covering Help.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Prof Double R

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    Develop a strategic action plan in which you address the following: – Specific steps you will need to take in the next year to achieve your 5-year objectives. – A time frame for completing each action. – The scorecard you will use to measure the success of each action. – The functional tactics you w…

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    Assignment Prompt & Instructions

    Develop a strategic action plan in which you address the following:
    – Specific steps you will need to take in the next year to achieve your 5-year objectives.
    – A time frame for completing each action.
    – The scorecard you will use to measure the success of each action.
    – The functional tactics you will use to achieve your short-term objectives.
    – The resources (financial, human, and other) you will use to complete each action.
    – An analysis of the monetary ramifications of each action.
    – A plan for monitoring the progress of the action plan.
    – A plan for handling obstacles or roadblocks.
    – An explanation of how your overall strategic plan reflects your mission statement.
    To successfully complete this assessment, you may need to do some research on strategic action plans. Format this assessment as a research paper following current APA guidelines for both style and citing sources, making sure that you also use correct grammar and mechanics. There is no required minimum or maximum page length; however, you should strive to be as detailed as possible in addressing each bullet point, while also being as clear and concise as possible.

  • [Solved] NUR514W1A

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    – ## NUR514W1A.docx **## NUR514W1A.docx** Following the guidelines of the United States Preventive Service Taskforce (USPSTF), discuss and describe the screening recommendations for the following: · Cervical cancer · Breast cancer · Osteoporosis · Colorectal cancer · Lung cancer · Ovarian cancer · I…

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    Assignment Prompt & Instructions

    – ## NUR514W1A.docx

    **## NUR514W1A.docx**

    Following the guidelines of the United States Preventive Service Taskforce (USPSTF), discuss and describe the screening recommendations for the following:

    · Cervical cancer

    · Breast cancer

    · Osteoporosis

    · Colorectal cancer

    · Lung cancer

    · Ovarian cancer

    · Intimate partner violence (IPV).

    **Submission Instructions:**

    · The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

    · The paper is to be no shorter than 3-4 pages in length, excluding the title and references page.

    · Use proper grammar, proper flow of concepts.

    · Your paper should be formatted per APA.

    · Incorporate current practice guidelines for diagnosis and treatment and a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).

    RUBRIC:

    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur514w1a)

    ## image1.png

    **## NUR514W1A.docx**

    Following the guidelines of the United States Preventive Service Taskforce (USPSTF), discuss and describe the screening recommendations for the following:

    · Cervical cancer

    · Breast cancer

    · Osteoporosis

    · Colorectal cancer

    · Lung cancer

    · Ovarian cancer

    · Intimate partner violence (IPV).

    **Submission Instructions:**

    · The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

    · The paper is to be no shorter than 3-4 pages in length, excluding the title and references page.

    · Use proper grammar, proper flow of concepts.

    · Your paper should be formatted per APA.

    · Incorporate current practice guidelines for diagnosis and treatment and a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).

    RUBRIC:

    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur514w1a)

    ## image1.png

  • [Solved] Fluff

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    I added file – master_paper___amine_nadif_v4.pdf **master_paper___amine_nadif_v4.pdf** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/master-paper-amine-nadif-v4-pdf) **master_paper___amine_nadif_v4.pdf** This file is too large to display. …

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    – ## templatecareplan.pdf – ## CJSIMBenchmarkfundamental.pdf **## templatecareplan.pdf** Relearning: Clinical Judgment Plan of Care Template Relearning Clinical Judgment Plan of Care Template-July24 © 2024 Chamberlain University. All Rights Reserved. 1 Student Name: Client Initials: Age/DOB: Allergi…

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    – ## templatecareplan.pdf

    – ## CJSIMBenchmarkfundamental.pdf

    **## templatecareplan.pdf**

    Relearning: Clinical Judgment Plan of Care Template

    Relearning Clinical Judgment Plan of Care Template-July24 © 2024 Chamberlain University. All Rights Reserved. 1

    Student Name:

    Client Initials:

    Age/DOB:

    Allergies:

    BSA/BMI: Code Status:

    Date of Admission:

    Date of Care:

    Admitting Diagnosis:

    Comorbidities:

    Planned Treatments/Procedures:

    Nursing and HCP Collaborative Plan for Care: Include a description of priority client specific information, nursing actions, and provider orders

    Cultural/Spiritual:

    Neurological/Cognition/Coping/Adaptation/Function:

    Nutrition/Elimination:

    Fluid/Electrolytes/Acid-Base:

    Gas Exchange/Perfusion:

    Glucose Regulation:

    Health Promotion/Development:

    Infection/Immunity/Inflammation:

    Mobility:

    Pain/Comfort/Tissue Integrity:

    Safety:

    Other:

    START of Shift (CJSim™) Priorities (Complete after receiving REPORT AND reviewing the EHR connected to phase 1/Question 1 section)

    Recognize & Analyze Cues Prioritize Hypotheses Generate Solutions & Take Actions Evaluate Outcomes

    Priority Assessments/Cues Priority Hypotheses for Nursing Care Priority Interventions/Actions Priority Teaching/Discharge Needs

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    Priority Laboratory Tests/

    Diagnostic Cues
    Priority Actual & Potential

    Complications/Cues
    Priority Medications Priority Collaborative Actions

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    Relearning: Clinical Judgment Plan of Care Template

    Relearning Clinical Judgment Plan of Care Template-July24 © 2024 Chamberlain University. All Rights Reserved. 2

    Vital Signs & Pertinent Lab Trends

    START of the Shift (CJSim™) Analysis (phase 1/Question 1 section) END of the Shift (CJSim™) Analysis (phase 3/Question 3 section)

    (CJSim™) MID-SHIFT Purposeful Clinical Judgment (Complete after reviewing EHR/Question 2 section)

    Answer these questions about today's client:

    1. Recognize Cues — Explain any assessment changes since the start of shift.

    2. Analyze Cues — How are the changes important or significant?

    3. Prioritize Hypothesis — What could be causing the changes?

    4. Generate Solutions — What can/should you do about these changes?

    5. Take Action — What did I do about it? What would I do about it?

    6. Evaluate Outcomes — Did my actions make a difference? Why are why not? What should have been done differently?

    END of Shift (CJSim™) Priorities — How Has Your Client Changed? (phase 3/Question 3 section)

    Recognize & Analyze Cues Prioritize Hypotheses Generate Solutions & Take Actions Evaluate Outcomes

    Priority Assessments/Cues Priority Hypotheses for Nursing Care Priority Interventions/Actions Priority Teaching/Discharge Needs

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    Priority Laboratory Tests/

    Diagnostic Cues
    Priority Actual & Potential

    Complications/Cues
    Priority Medications Priority Collaborative Actions

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    Clinical Debriefing (Complete these questions after completely caring for the client and answering the questions for the client)

    Answer these questions about today's client:

    1. Compare this client with one that you've cared for previously in clinical, simulation, or a class case study. What things were the same and what was different
    related to their condition, assessment findings, provider prescriptions, medications, etc .?

    2. Compare this client with the "textbook", what was the same and what was different?

    Relearning: Clinical Judgment Plan of Care Template

    Relearning Clinical Judgment Plan of Care Template-July24 © 2024 Chamberlain University. All Rights Reserved. 3

    CONSIDER QUESTIONS Document the Answers to Your Questions Here

    Consider Questions from CJSim™ Question #1 Consider Questions from CJSim™ Question #2 Consider Questions from CJSim™ Question #3

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    Reflection Exercise (After providing care during the CJSim™ and completing the plan of care template for your assigned client, answer the following reflection

    questions focusing on the care you provided for this CJSim™ client.)

    CJSim™ Reflection Questions:

    1. What additional information would you need to provide more comprehensive care for the client?

    2. What could you have done better or differently to improve the outcome? Why?

    3. Describe what was most challenging for you when caring for the clients in the CJSim™?

    4. Identify the additional equipment, resources, or assistance needed to improve the care you provided.

    5. Share the key areas of care that were new to you that you had not experienced before.

    6. How will your above reflections impact your future practice and improve your clinical judgment?

    NurseTim, Inc. (2021). NurseThink® clinical judgment plan for care template for CJSim RN .

    **## CJSIMBenchmarkfundamental.pdf**

    Student Overview CLARIS NJIKE ID: D41284211

    CourseFundamentals: Patient Care-
    Belcher

    Instructor Elissa Belcher

    AssessmentW7 NR226 CJE
    Fundamentals Benchmark
    2551

    Assessment Date 10/13/2025

    MY SCORE

    67.23%

    CLASS AVERAGE

    68.69%
    NATIONAL AVERAGE

    65.37%

    StdDev 0.0857

    Mean 34.3444

    Median 34.4583
    Rank 5 / 6

    Class Percentile 0.25

    National Percentile0.5635

    Category Performance

    Student Score National Average Average Score Range Needs Improvement

    Needs Review Doing Well

    NurseThink Testing

    119 items

    Category Name Student Score National Average Class Average Points Status

    CJE Exam Version

    67.23% 65.37% 68.69% 33.616667

    CJE Benchmark

    67.23% 65.37% 68.69% 33.616667

    Clinical Judgment
    Measurement
    Model

    67.23% 65.37% 68.69% 33.616667

    1-Recognize Cues 78.57% 69.71% 75.79% 5.5

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    https://phx004-student-ui-prod.examsoft.com/course/449865/assessments/1814967/strengths-and-opportunities/2320368 1/15

    Category Name Student Score National Average Class Average Points Status

    2-Analyze Cues

    58.5% 56.4% 59.42% 5.85

    3-Prioritize
    Hypotheses

    73.81% 70.69% 77.38% 5.166667

    4-Generate
    Solutions

    71.43% 64.46% 64.76% 5

    5-Take Actions

    77.78% 70.53% 71.3% 7

    6-Evaluate
    Outcomes

    51% 63.55% 67.31% 5.1

    Concept

    67.23% 65.37% 68.69% 33.616667

    Accountability
    Concept

    53.33% 45.55% 71.11% 1.6

    Advocacy Concept

    100% 40.16% 16.67% 1

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    https://phx004-student-ui-prod.examsoft.com/course/449865/assessments/1814967/strengths-and-opportunities/2320368 2/15

    Category Name Student Score National Average Class Average Points Status

    Clotting Concept

    100% 83.61% 83.33% 1

    Comfort Concept

    68.75% 73.55% 71.18% 2.75

    Communication
    Concept

    56.25% 63.58% 75% 2.25

    Culture Concept

    50% 68.34% 75% 1

    Ethics Concept

    100% 91.75% 86.11% 3

    Fluid &
    Electrolyte Balance
    Concept

    86.67% 78.21% 85.56% 2.6

    Functional Ability
    Concept

    45.83% 61.51% 60.42% 0.916667

    Health Promotion
    Concept

    50% 70.08% 58.33% 0.5

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    https://phx004-student-ui-prod.examsoft.com/course/449865/assessments/1814967/strengths-and-opportunities/2320368 3/15

    Category Name Student Score National Average Class Average Points Status

    Infection Concept

    100% 57.4% 100% 2

    Intracranial
    Regulation Concept

    100% 32.44% 33.33% 1

    Legal Issues
    Concept

    0% 75.94% 83.33% 0

    Mobility Concept

    50% 48.7% 50% 1

    Nutrition Concept

    66.67% 52.58% 61.11% 2

    Oxygenation &
    Gas Exchange
    Concept

    50% 69.88% 50% 1

    Perfusion Concept

    50% 48.23% 58.33% 1

    Professionalism
    Concept

    100% 53.51% 50% 1

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    https://phx004-student-ui-prod.examsoft.com/course/449865/assessments/1814967/strengths-and-opportunities/2320368 4/15

    Category Name Student Score National Average Class Average Points Status

    Safety Concept

    58.33% 74.62% 78.7% 3.5

    Sensory Perception
    Concept

    0% 7.18% 0% 0

    Sexuality Concept

    100% 92.74% 100% 1

    Stress &
    Coping Concept

    100% 82.01% 93.33% 2

    Tissue Integrity
    Concept

    75% 70% 33.33% 1.5

    Exemplar-Disease

    67.23% 65.37% 68.69% 33.616667

    Advocacy

    100% 40.16% 16.67% 1

    Antibiotic Resistant
    Infection

    100% 56.49% 100% 1

    Asthma 0% 68.6% 16.67% 0

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    0 50 100

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    https://phx004-student-ui-prod.examsoft.com/course/449865/assessments/1814967/strengths-and-opportunities/2320368 5/15

    Category Name Student Score National Average Class Average Points Status

    Care Coordination

    60% 70.53% 73.33% 0.6

    Chronic Kidney
    Disease

    100% 63.66% 83.33% 1

    Deep Vein
    Thrombosis (DVT)

    100% 83.61% 83.33% 1

    Devices &
    Restraints

    0% 75.94% 83.33% 0

    Diabetes

    60% 67.99% 80% 0.6

    Documentation

    0% 40.66% 66.67% 0

    End-of-Life Care

    100% 86.48% 66.67% 1

    Enteral and
    Parenteral Nutrition

    100% 64.02% 100% 1

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    Category Name Student Score National Average Class Average Points Status

    Ethical Principles

    100% 53.51% 50% 1

    Falls

    50% 68.34% 83.33% 1

    Fibromyalgia

    30.56% 64.17% 58.8% 0.916667

    Fluid Overload

    100% 93.01% 100% 1

    Grief

    100% 76.64% 100% 1

    Handoff
    Communication

    0% 51.23% 66.67% 0

    Heart Failure

    100% 71.09% 83.33% 1

    Hypertension
    (HTN)

    0% 32.79% 33.33% 0

    Isolation
    Precautions

    100% 75.56% 95.83% 2

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    https://phx004-student-ui-prod.examsoft.com/course/449865/assessments/1814967/strengths-and-opportunities/2320368 7/15

    Category Name Student Score National Average Class Average Points Status

    Malnutrition

    100% 65.71% 83.33% 1

    Medication
    Administration

    71.43% 68.02% 73.41% 5

    Mobility
    Techniques &
    Devices

    50% 48.7% 50% 1

    Pain: Acute &
    Chronic

    91.67% 74.9% 76.39% 2.75

    Patient Education

    12.5% 69.99% 58.33% 0.25

    Patient Rights
    &
    Confidentiality

    100% 95.96% 100% 1

    Postoperative Care

    0% 28.02% 0% 0

    Preoperative Care 100% 55.93% 100% 1

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    https://phx004-student-ui-prod.examsoft.com/course/449865/assessments/1814967/strengths-and-opportunities/2320368 8/15

    Category Name Student Score National Average Class Average Points Status

    Pressure Injury

    100% 72.57% 33.33% 1

    Sexually
    Transmitted
    Infections (STIs)

    100% 92.74% 100% 1

    Spinal Cord Injuries

    100% 71.16% 83.33% 1

    Therapeutic
    Communication

    100% 82.1% 85% 2

    Traumatic Brain
    Injury

    100% 32.44% 33.33% 1

    Visual Impairment

    0% 7.18% 0% 0

    Wound Care &
    Wound Healing

    50% 67.43% 33.33% 0.5

    Item Type

    67.23% 65.37% 68.69% 33.616667

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    https://phx004-student-ui-prod.examsoft.com/course/449865/assessments/1814967/strengths-and-opportunities/2320368 9/15

    Category Name Student Score National Average Class Average Points Status

    Calculation

    100% 90.07% 83.33% 1

    Cloze

    25% 68.46% 44.44% 0.5

    Highlight

    50% 30.4% 50% 1

    HotSpot

    0% 28.02% 0% 0

    Matrix

    86.67% 76.12% 77.78% 2.6

    Multiple Choice

    78.57% 66.93% 75% 22

    Multiple Response

    54.31% 67.22% 64.91% 6.516667

    Ordering

    0% 43.35% 50% 0

    NCLEX® Client
    Needs

    67.23% 65.37% 68.69% 33.616667

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    https://phx004-student-ui-prod.examsoft.com/course/449865/assessments/1814967/strengths-and-opportunities/2320368 10/15

    Category Name Student Score National Average Class Average Points Status

    Basic Care and
    Comfort

    76.85% 65.26% 68.98% 6.916667

    Health Promotion
    and Maintenance

    76.67% 70.12% 75.42% 4.6

    Management of
    Care

    65.71% 64.89% 62.22% 4.6

    Pharmacological
    and Parenteral
    Therapies

    57.14% 68.25% 63.89% 4

    Physiological
    Adaptation

    70% 65.61% 66.67% 3.5

    Psychosocial
    Integrity

    66.67% 64.12% 70% 4

    Reduction of Risk
    Potential

    60% 56.15% 56.67% 3

    Safety and
    Infection Control

    60% 66.96% 88.33% 3

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    https://phx004-student-ui-prod.examsoft.com/course/449865/assessments/1814967/strengths-and-opportunities/2320368 11/15

    Category Name Student Score National Average Class Average Points Status

    QSEN
    Competencies

    67.23% 65.37% 68.69% 33.616667

    Evidence-based
    Practice

    62.5% 70.64% 67.71% 5

    Informatics

    50% 47.09% 58.33% 1

    Patient-Centered
    Care

    78.65% 69.08% 71.38% 16.516667

    Safety

    56.67% 60.2% 66.48% 8.5

    Teamwork and
    Collaboration

    65% 63.83% 70% 2.6

    RN Nursing
    Process

    67.23% 65.37% 68.69% 33.616667

    1-Assessment 78.57% 69.71% 75.79% 5.5

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    Category Name Student Score National Average Class Average Points Status

    2-Analysis

    64.8% 62.28% 66.81% 11.016667

    3-Planning

    71.43% 64.46% 64.76% 5

    4-Implementation

    77.78% 70.53% 71.3% 7

    5-Evaluation

    51% 63.55% 67.31% 5.1

    Specialty Focus

    67.23% 65.37% 68.69% 33.616667

    Fundamentals

    67.23% 65.37% 68.69% 33.616667

    System

    67.23% 65.37% 68.69% 33.616667

    Cardiovascular
    System

    33.33% 62.62% 61.11% 1

    Community System 100% 76.64% 100% 1

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    Category Name Student Score National Average Class Average Points Status

    Fluid Electrolyte
    Acid-Base System

    100% 71.09% 83.33% 1

    Gastrointestinal
    System

    75% 58.06% 68.75% 3

    Immune System

    100% 57.4% 100% 2

    Integumentary
    System

    75% 70% 33.33% 1.5

    Leadership System

    66.67% 66.51% 68.06% 4

    Multisystem

    51.94% 66.37% 70.69% 3.116667

    Musculoskeletal
    System

    50% 48.7% 50% 1

    Neurological
    System

    83.33% 43.51% 52.78% 2.5

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    Category Name Student Score National Average Class Average Points Status

    Pain System

    68.75% 73.55% 71.18% 2.75

    Psychosocial
    System

    81.25% 80.26% 71.67% 3.25

    Renal System

    100% 78.34% 91.67% 2

    Reproductive
    System

    100% 92.74% 100% 1

    Respiratory System

    50% 69.88% 50% 1

    Safety System

    58.33% 68.16% 80.09% 3.5

    Sensory System

    0% 7.18% 0% 0

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    **## CJSIMBenchmarkfundamental.pdf**

    Student Overview CLARIS NJIKE ID: D41284211

    CourseFundamentals: Patient Care-
    Belcher

    Instructor Elissa Belcher

    AssessmentW7 NR226 CJE
    Fundamentals Benchmark
    2551

    Assessment Date 10/13/2025

    MY SCORE

    67.23%

    CLASS AVERAGE

    68.69%
    NATIONAL AVERAGE

    65.37%

    StdDev 0.0857

    Mean 34.3444

    Median 34.4583
    Rank 5 / 6

    Class Percentile 0.25

    National Percentile0.5635

    Category Performance

    Student Score National Average Average Score Range Needs Improvement

    Needs Review Doing Well

    NurseThink Testing

    119 items

    Category Name Student Score National Average Class Average Points Status

    CJE Exam Version

    67.23% 65.37% 68.69% 33.616667

    CJE Benchmark

    67.23% 65.37% 68.69% 33.616667

    Clinical Judgment
    Measurement
    Model

    67.23% 65.37% 68.69% 33.616667

    1-Recognize Cues 78.57% 69.71% 75.79% 5.5

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    Category Name Student Score National Average Class Average Points Status

    2-Analyze Cues

    58.5% 56.4% 59.42% 5.85

    3-Prioritize
    Hypotheses

    73.81% 70.69% 77.38% 5.166667

    4-Generate
    Solutions

    71.43% 64.46% 64.76% 5

    5-Take Actions

    77.78% 70.53% 71.3% 7

    6-Evaluate
    Outcomes

    51% 63.55% 67.31% 5.1

    Concept

    67.23% 65.37% 68.69% 33.616667

    Accountability
    Concept

    53.33% 45.55% 71.11% 1.6

    Advocacy Concept

    100% 40.16% 16.67% 1

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    Category Name Student Score National Average Class Average Points Status

    Clotting Concept

    100% 83.61% 83.33% 1

    Comfort Concept

    68.75% 73.55% 71.18% 2.75

    Communication
    Concept

    56.25% 63.58% 75% 2.25

    Culture Concept

    50% 68.34% 75% 1

    Ethics Concept

    100% 91.75% 86.11% 3

    Fluid &
    Electrolyte Balance
    Concept

    86.67% 78.21% 85.56% 2.6

    Functional Ability
    Concept

    45.83% 61.51% 60.42% 0.916667

    Health Promotion
    Concept

    50% 70.08% 58.33% 0.5

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    Category Name Student Score National Average Class Average Points Status

    Infection Concept

    100% 57.4% 100% 2

    Intracranial
    Regulation Concept

    100% 32.44% 33.33% 1

    Legal Issues
    Concept

    0% 75.94% 83.33% 0

    Mobility Concept

    50% 48.7% 50% 1

    Nutrition Concept

    66.67% 52.58% 61.11% 2

    Oxygenation &
    Gas Exchange
    Concept

    50% 69.88% 50% 1

    Perfusion Concept

    50% 48.23% 58.33% 1

    Professionalism
    Concept

    100% 53.51% 50% 1

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    10/21/25, 8:31 PM Exam Taker Portal | Individual Strengths & Opportunites Report

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    Category Name Student Score National Average Class Average Points Status

    Safety Concept

    58.33% 74.62% 78.7% 3.5

    Sensory Perception
    Concept

    0% 7.18% 0% 0

    Sexuality Concept

    100% 92.74% 100% 1

    Stress &
    Coping Concept

    100% 82.01% 93.33% 2

    Tissue Integrity
    Concept

    75% 70% 33.33% 1.5

    Exemplar-Disease

    67.23% 65.37% 68.69% 33.616667

    Advocacy

    100% 40.16% 16.67% 1

    Antibiotic Resistant
    Infection

    100% 56.49% 100% 1

    Asthma 0% 68.6% 16.67% 0

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    Category Name Student Score National Average Class Average Points Status

    Care Coordination

    60% 70.53% 73.33% 0.6

    Chronic Kidney
    Disease

    100% 63.66% 83.33% 1

    Deep Vein
    Thrombosis (DVT)

    100% 83.61% 83.33% 1

    Devices &
    Restraints

    0% 75.94% 83.33% 0

    Diabetes

    60% 67.99% 80% 0.6

    Documentation

    0% 40.66% 66.67% 0

    End-of-Life Care

    100% 86.48% 66.67% 1

    Enteral and
    Parenteral Nutrition

    100% 64.02% 100% 1

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    Category Name Student Score National Average Class Average Points Status

    Ethical Principles

    100% 53.51% 50% 1

    Falls

    50% 68.34% 83.33% 1

    Fibromyalgia

    30.56% 64.17% 58.8% 0.916667

    Fluid Overload

    100% 93.01% 100% 1

    Grief

    100% 76.64% 100% 1

    Handoff
    Communication

    0% 51.23% 66.67% 0

    Heart Failure

    100% 71.09% 83.33% 1

    Hypertension
    (HTN)

    0% 32.79% 33.33% 0

    Isolation
    Precautions

    100% 75.56% 95.83% 2

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    10/21/25, 8:31 PM Exam Taker Portal | Individual Strengths & Opportunites Report

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    Category Name Student Score National Average Class Average Points Status

    Malnutrition

    100% 65.71% 83.33% 1

    Medication
    Administration

    71.43% 68.02% 73.41% 5

    Mobility
    Techniques &
    Devices

    50% 48.7% 50% 1

    Pain: Acute &
    Chronic

    91.67% 74.9% 76.39% 2.75

    Patient Education

    12.5% 69.99% 58.33% 0.25

    Patient Rights
    &
    Confidentiality

    100% 95.96% 100% 1

    Postoperative Care

    0% 28.02% 0% 0

    Preoperative Care 100% 55.93% 100% 1

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    Category Name Student Score National Average Class Average Points Status

    Pressure Injury

    100% 72.57% 33.33% 1

    Sexually
    Transmitted
    Infections (STIs)

    100% 92.74% 100% 1

    Spinal Cord Injuries

    100% 71.16% 83.33% 1

    Therapeutic
    Communication

    100% 82.1% 85% 2

    Traumatic Brain
    Injury

    100% 32.44% 33.33% 1

    Visual Impairment

    0% 7.18% 0% 0

    Wound Care &
    Wound Healing

    50% 67.43% 33.33% 0.5

    Item Type

    67.23% 65.37% 68.69% 33.616667

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    Category Name Student Score National Average Class Average Points Status

    Calculation

    100% 90.07% 83.33% 1

    Cloze

    25% 68.46% 44.44% 0.5

    Highlight

    50% 30.4% 50% 1

    HotSpot

    0% 28.02% 0% 0

    Matrix

    86.67% 76.12% 77.78% 2.6

    Multiple Choice

    78.57% 66.93% 75% 22

    Multiple Response

    54.31% 67.22% 64.91% 6.516667

    Ordering

    0% 43.35% 50% 0

    NCLEX® Client
    Needs

    67.23% 65.37% 68.69% 33.616667

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    Category Name Student Score National Average Class Average Points Status

    Basic Care and
    Comfort

    76.85% 65.26% 68.98% 6.916667

    Health Promotion
    and Maintenance

    76.67% 70.12% 75.42% 4.6

    Management of
    Care

    65.71% 64.89% 62.22% 4.6

    Pharmacological
    and Parenteral
    Therapies

    57.14% 68.25% 63.89% 4

    Physiological
    Adaptation

    70% 65.61% 66.67% 3.5

    Psychosocial
    Integrity

    66.67% 64.12% 70% 4

    Reduction of Risk
    Potential

    60% 56.15% 56.67% 3

    Safety and
    Infection Control

    60% 66.96% 88.33% 3

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    Category Name Student Score National Average Class Average Points Status

    QSEN
    Competencies

    67.23% 65.37% 68.69% 33.616667

    Evidence-based
    Practice

    62.5% 70.64% 67.71% 5

    Informatics

    50% 47.09% 58.33% 1

    Patient-Centered
    Care

    78.65% 69.08% 71.38% 16.516667

    Safety

    56.67% 60.2% 66.48% 8.5

    Teamwork and
    Collaboration

    65% 63.83% 70% 2.6

    RN Nursing
    Process

    67.23% 65.37% 68.69% 33.616667

    1-Assessment 78.57% 69.71% 75.79% 5.5

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    Category Name Student Score National Average Class Average Points Status

    2-Analysis

    64.8% 62.28% 66.81% 11.016667

    3-Planning

    71.43% 64.46% 64.76% 5

    4-Implementation

    77.78% 70.53% 71.3% 7

    5-Evaluation

    51% 63.55% 67.31% 5.1

    Specialty Focus

    67.23% 65.37% 68.69% 33.616667

    Fundamentals

    67.23% 65.37% 68.69% 33.616667

    System

    67.23% 65.37% 68.69% 33.616667

    Cardiovascular
    System

    33.33% 62.62% 61.11% 1

    Community System 100% 76.64% 100% 1

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    Category Name Student Score National Average Class Average Points Status

    Fluid Electrolyte
    Acid-Base System

    100% 71.09% 83.33% 1

    Gastrointestinal
    System

    75% 58.06% 68.75% 3

    Immune System

    100% 57.4% 100% 2

    Integumentary
    System

    75% 70% 33.33% 1.5

    Leadership System

    66.67% 66.51% 68.06% 4

    Multisystem

    51.94% 66.37% 70.69% 3.116667

    Musculoskeletal
    System

    50% 48.7% 50% 1

    Neurological
    System

    83.33% 43.51% 52.78% 2.5

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    Category Name Student Score National Average Class Average Points Status

    Pain System

    68.75% 73.55% 71.18% 2.75

    Psychosocial
    System

    81.25% 80.26% 71.67% 3.25

    Renal System

    100% 78.34% 91.67% 2

    Reproductive
    System

    100% 92.74% 100% 1

    Respiratory System

    50% 69.88% 50% 1

    Safety System

    58.33% 68.16% 80.09% 3.5

    Sensory System

    0% 7.18% 0% 0

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    **## templatecareplan.pdf**

    Relearning: Clinical Judgment Plan of Care Template

    Relearning Clinical Judgment Plan of Care Template-July24 © 2024 Chamberlain University. All Rights Reserved. 1

    Student Name:

    Client Initials:

    Age/DOB:

    Allergies:

    BSA/BMI: Code Status:

    Date of Admission:

    Date of Care:

    Admitting Diagnosis:

    Comorbidities:

    Planned Treatments/Procedures:

    Nursing and HCP Collaborative Plan for Care: Include a description of priority client specific information, nursing actions, and provider orders

    Cultural/Spiritual:

    Neurological/Cognition/Coping/Adaptation/Function:

    Nutrition/Elimination:

    Fluid/Electrolytes/Acid-Base:

    Gas Exchange/Perfusion:

    Glucose Regulation:

    Health Promotion/Development:

    Infection/Immunity/Inflammation:

    Mobility:

    Pain/Comfort/Tissue Integrity:

    Safety:

    Other:

    START of Shift (CJSim™) Priorities (Complete after receiving REPORT AND reviewing the EHR connected to phase 1/Question 1 section)

    Recognize & Analyze Cues Prioritize Hypotheses Generate Solutions & Take Actions Evaluate Outcomes

    Priority Assessments/Cues Priority Hypotheses for Nursing Care Priority Interventions/Actions Priority Teaching/Discharge Needs

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    Priority Laboratory Tests/

    Diagnostic Cues
    Priority Actual & Potential

    Complications/Cues
    Priority Medications Priority Collaborative Actions

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    Relearning: Clinical Judgment Plan of Care Template

    Relearning Clinical Judgment Plan of Care Template-July24 © 2024 Chamberlain University. All Rights Reserved. 2

    Vital Signs & Pertinent Lab Trends

    START of the Shift (CJSim™) Analysis (phase 1/Question 1 section) END of the Shift (CJSim™) Analysis (phase 3/Question 3 section)

    (CJSim™) MID-SHIFT Purposeful Clinical Judgment (Complete after reviewing EHR/Question 2 section)

    Answer these questions about today's client:

    1. Recognize Cues — Explain any assessment changes since the start of shift.

    2. Analyze Cues — How are the changes important or significant?

    3. Prioritize Hypothesis — What could be causing the changes?

    4. Generate Solutions — What can/should you do about these changes?

    5. Take Action — What did I do about it? What would I do about it?

    6. Evaluate Outcomes — Did my actions make a difference? Why are why not? What should have been done differently?

    END of Shift (CJSim™) Priorities — How Has Your Client Changed? (phase 3/Question 3 section)

    Recognize & Analyze Cues Prioritize Hypotheses Generate Solutions & Take Actions Evaluate Outcomes

    Priority Assessments/Cues Priority Hypotheses for Nursing Care Priority Interventions/Actions Priority Teaching/Discharge Needs

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    Priority Laboratory Tests/

    Diagnostic Cues
    Priority Actual & Potential

    Complications/Cues
    Priority Medications Priority Collaborative Actions

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    Clinical Debriefing (Complete these questions after completely caring for the client and answering the questions for the client)

    Answer these questions about today's client:

    1. Compare this client with one that you've cared for previously in clinical, simulation, or a class case study. What things were the same and what was different
    related to their condition, assessment findings, provider prescriptions, medications, etc .?

    2. Compare this client with the "textbook", what was the same and what was different?

    Relearning: Clinical Judgment Plan of Care Template

    Relearning Clinical Judgment Plan of Care Template-July24 © 2024 Chamberlain University. All Rights Reserved. 3

    CONSIDER QUESTIONS Document the Answers to Your Questions Here

    Consider Questions from CJSim™ Question #1 Consider Questions from CJSim™ Question #2 Consider Questions from CJSim™ Question #3

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    Reflection Exercise (After providing care during the CJSim™ and completing the plan of care template for your assigned client, answer the following reflection

    questions focusing on the care you provided for this CJSim™ client.)

    CJSim™ Reflection Questions:

    1. What additional information would you need to provide more comprehensive care for the client?

    2. What could you have done better or differently to improve the outcome? Why?

    3. Describe what was most challenging for you when caring for the clients in the CJSim™?

    4. Identify the additional equipment, resources, or assistance needed to improve the care you provided.

    5. Share the key areas of care that were new to you that you had not experienced before.

    6. How will your above reflections impact your future practice and improve your clinical judgment?

    NurseTim, Inc. (2021). NurseThink® clinical judgment plan for care template for CJSim RN .

    **## CJSIMBenchmarkfundamental.pdf**

    Student Overview CLARIS NJIKE ID: D41284211

    CourseFundamentals: Patient Care-
    Belcher

    Instructor Elissa Belcher

    AssessmentW7 NR226 CJE
    Fundamentals Benchmark
    2551

    Assessment Date 10/13/2025

    MY SCORE

    67.23%

    CLASS AVERAGE

    68.69%
    NATIONAL AVERAGE

    65.37%

    StdDev 0.0857

    Mean 34.3444

    Median 34.4583
    Rank 5 / 6

    Class Percentile 0.25

    National Percentile0.5635

    Category Performance

    Student Score National Average Average Score Range Needs Improvement

    Needs Review Doing Well

    NurseThink Testing

    119 items

    Category Name Student Score National Average Class Average Points Status

    CJE Exam Version

    67.23% 65.37% 68.69% 33.616667

    CJE Benchmark

    67.23% 65.37% 68.69% 33.616667

    Clinical Judgment
    Measurement
    Model

    67.23% 65.37% 68.69% 33.616667

    1-Recognize Cues 78.57% 69.71% 75.79% 5.5

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    Category Name Student Score National Average Class Average Points Status

    2-Analyze Cues

    58.5% 56.4% 59.42% 5.85

    3-Prioritize
    Hypotheses

    73.81% 70.69% 77.38% 5.166667

    4-Generate
    Solutions

    71.43% 64.46% 64.76% 5

    5-Take Actions

    77.78% 70.53% 71.3% 7

    6-Evaluate
    Outcomes

    51% 63.55% 67.31% 5.1

    Concept

    67.23% 65.37% 68.69% 33.616667

    Accountability
    Concept

    53.33% 45.55% 71.11% 1.6

    Advocacy Concept

    100% 40.16% 16.67% 1

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    Category Name Student Score National Average Class Average Points Status

    Clotting Concept

    100% 83.61% 83.33% 1

    Comfort Concept

    68.75% 73.55% 71.18% 2.75

    Communication
    Concept

    56.25% 63.58% 75% 2.25

    Culture Concept

    50% 68.34% 75% 1

    Ethics Concept

    100% 91.75% 86.11% 3

    Fluid &
    Electrolyte Balance
    Concept

    86.67% 78.21% 85.56% 2.6

    Functional Ability
    Concept

    45.83% 61.51% 60.42% 0.916667

    Health Promotion
    Concept

    50% 70.08% 58.33% 0.5

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    Category Name Student Score National Average Class Average Points Status

    Infection Concept

    100% 57.4% 100% 2

    Intracranial
    Regulation Concept

    100% 32.44% 33.33% 1

    Legal Issues
    Concept

    0% 75.94% 83.33% 0

    Mobility Concept

    50% 48.7% 50% 1

    Nutrition Concept

    66.67% 52.58% 61.11% 2

    Oxygenation &
    Gas Exchange
    Concept

    50% 69.88% 50% 1

    Perfusion Concept

    50% 48.23% 58.33% 1

    Professionalism
    Concept

    100% 53.51% 50% 1

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    Category Name Student Score National Average Class Average Points Status

    Safety Concept

    58.33% 74.62% 78.7% 3.5

    Sensory Perception
    Concept

    0% 7.18% 0% 0

    Sexuality Concept

    100% 92.74% 100% 1

    Stress &
    Coping Concept

    100% 82.01% 93.33% 2

    Tissue Integrity
    Concept

    75% 70% 33.33% 1.5

    Exemplar-Disease

    67.23% 65.37% 68.69% 33.616667

    Advocacy

    100% 40.16% 16.67% 1

    Antibiotic Resistant
    Infection

    100% 56.49% 100% 1

    Asthma 0% 68.6% 16.67% 0

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    Category Name Student Score National Average Class Average Points Status

    Care Coordination

    60% 70.53% 73.33% 0.6

    Chronic Kidney
    Disease

    100% 63.66% 83.33% 1

    Deep Vein
    Thrombosis (DVT)

    100% 83.61% 83.33% 1

    Devices &
    Restraints

    0% 75.94% 83.33% 0

    Diabetes

    60% 67.99% 80% 0.6

    Documentation

    0% 40.66% 66.67% 0

    End-of-Life Care

    100% 86.48% 66.67% 1

    Enteral and
    Parenteral Nutrition

    100% 64.02% 100% 1

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    Category Name Student Score National Average Class Average Points Status

    Ethical Principles

    100% 53.51% 50% 1

    Falls

    50% 68.34% 83.33% 1

    Fibromyalgia

    30.56% 64.17% 58.8% 0.916667

    Fluid Overload

    100% 93.01% 100% 1

    Grief

    100% 76.64% 100% 1

    Handoff
    Communication

    0% 51.23% 66.67% 0

    Heart Failure

    100% 71.09% 83.33% 1

    Hypertension
    (HTN)

    0% 32.79% 33.33% 0

    Isolation
    Precautions

    100% 75.56% 95.83% 2

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    Category Name Student Score National Average Class Average Points Status

    Malnutrition

    100% 65.71% 83.33% 1

    Medication
    Administration

    71.43% 68.02% 73.41% 5

    Mobility
    Techniques &
    Devices

    50% 48.7% 50% 1

    Pain: Acute &
    Chronic

    91.67% 74.9% 76.39% 2.75

    Patient Education

    12.5% 69.99% 58.33% 0.25

    Patient Rights
    &
    Confidentiality

    100% 95.96% 100% 1

    Postoperative Care

    0% 28.02% 0% 0

    Preoperative Care 100% 55.93% 100% 1

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    Category Name Student Score National Average Class Average Points Status

    Pressure Injury

    100% 72.57% 33.33% 1

    Sexually
    Transmitted
    Infections (STIs)

    100% 92.74% 100% 1

    Spinal Cord Injuries

    100% 71.16% 83.33% 1

    Therapeutic
    Communication

    100% 82.1% 85% 2

    Traumatic Brain
    Injury

    100% 32.44% 33.33% 1

    Visual Impairment

    0% 7.18% 0% 0

    Wound Care &
    Wound Healing

    50% 67.43% 33.33% 0.5

    Item Type

    67.23% 65.37% 68.69% 33.616667

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    Category Name Student Score National Average Class Average Points Status

    Calculation

    100% 90.07% 83.33% 1

    Cloze

    25% 68.46% 44.44% 0.5

    Highlight

    50% 30.4% 50% 1

    HotSpot

    0% 28.02% 0% 0

    Matrix

    86.67% 76.12% 77.78% 2.6

    Multiple Choice

    78.57% 66.93% 75% 22

    Multiple Response

    54.31% 67.22% 64.91% 6.516667

    Ordering

    0% 43.35% 50% 0

    NCLEX® Client
    Needs

    67.23% 65.37% 68.69% 33.616667

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    Category Name Student Score National Average Class Average Points Status

    Basic Care and
    Comfort

    76.85% 65.26% 68.98% 6.916667

    Health Promotion
    and Maintenance

    76.67% 70.12% 75.42% 4.6

    Management of
    Care

    65.71% 64.89% 62.22% 4.6

    Pharmacological
    and Parenteral
    Therapies

    57.14% 68.25% 63.89% 4

    Physiological
    Adaptation

    70% 65.61% 66.67% 3.5

    Psychosocial
    Integrity

    66.67% 64.12% 70% 4

    Reduction of Risk
    Potential

    60% 56.15% 56.67% 3

    Safety and
    Infection Control

    60% 66.96% 88.33% 3

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    Category Name Student Score National Average Class Average Points Status

    QSEN
    Competencies

    67.23% 65.37% 68.69% 33.616667

    Evidence-based
    Practice

    62.5% 70.64% 67.71% 5

    Informatics

    50% 47.09% 58.33% 1

    Patient-Centered
    Care

    78.65% 69.08% 71.38% 16.516667

    Safety

    56.67% 60.2% 66.48% 8.5

    Teamwork and
    Collaboration

    65% 63.83% 70% 2.6

    RN Nursing
    Process

    67.23% 65.37% 68.69% 33.616667

    1-Assessment 78.57% 69.71% 75.79% 5.5

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    Category Name Student Score National Average Class Average Points Status

    2-Analysis

    64.8% 62.28% 66.81% 11.016667

    3-Planning

    71.43% 64.46% 64.76% 5

    4-Implementation

    77.78% 70.53% 71.3% 7

    5-Evaluation

    51% 63.55% 67.31% 5.1

    Specialty Focus

    67.23% 65.37% 68.69% 33.616667

    Fundamentals

    67.23% 65.37% 68.69% 33.616667

    System

    67.23% 65.37% 68.69% 33.616667

    Cardiovascular
    System

    33.33% 62.62% 61.11% 1

    Community System 100% 76.64% 100% 1

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    Category Name Student Score National Average Class Average Points Status

    Fluid Electrolyte
    Acid-Base System

    100% 71.09% 83.33% 1

    Gastrointestinal
    System

    75% 58.06% 68.75% 3

    Immune System

    100% 57.4% 100% 2

    Integumentary
    System

    75% 70% 33.33% 1.5

    Leadership System

    66.67% 66.51% 68.06% 4

    Multisystem

    51.94% 66.37% 70.69% 3.116667

    Musculoskeletal
    System

    50% 48.7% 50% 1

    Neurological
    System

    83.33% 43.51% 52.78% 2.5

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    Category Name Student Score National Average Class Average Points Status

    Pain System

    68.75% 73.55% 71.18% 2.75

    Psychosocial
    System

    81.25% 80.26% 71.67% 3.25

    Renal System

    100% 78.34% 91.67% 2

    Reproductive
    System

    100% 92.74% 100% 1

    Respiratory System

    50% 69.88% 50% 1

    Safety System

    58.33% 68.16% 80.09% 3.5

    Sensory System

    0% 7.18% 0% 0

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    **## templatecareplan.pdf**

    Relearning: Clinical Judgment Plan of Care Template

    Relearning Clinical Judgment Plan of Care Template-July24 © 2024 Chamberlain University. All Rights Reserved. 1

    Student Name:

    Client Initials:

    Age/DOB:

    Allergies:

    BSA/BMI: Code Status:

    Date of Admission:

    Date of Care:

    Admitting Diagnosis:

    Comorbidities:

    Planned Treatments/Procedures:

    Nursing and HCP Collaborative Plan for Care: Include a description of priority client specific information, nursing actions, and provider orders

    Cultural/Spiritual:

    Neurological/Cognition/Coping/Adaptation/Function:

    Nutrition/Elimination:

    Fluid/Electrolytes/Acid-Base:

    Gas Exchange/Perfusion:

    Glucose Regulation:

    Health Promotion/Development:

    Infection/Immunity/Inflammation:

    Mobility:

    Pain/Comfort/Tissue Integrity:

    Safety:

    Other:

    START of Shift (CJSim™) Priorities (Complete after receiving REPORT AND reviewing the EHR connected to phase 1/Question 1 section)

    Recognize & Analyze Cues Prioritize Hypotheses Generate Solutions & Take Actions Evaluate Outcomes

    Priority Assessments/Cues Priority Hypotheses for Nursing Care Priority Interventions/Actions Priority Teaching/Discharge Needs

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    Priority Laboratory Tests/

    Diagnostic Cues
    Priority Actual & Potential

    Complications/Cues
    Priority Medications Priority Collaborative Actions

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    Relearning: Clinical Judgment Plan of Care Template

    Relearning Clinical Judgment Plan of Care Template-July24 © 2024 Chamberlain University. All Rights Reserved. 2

    Vital Signs & Pertinent Lab Trends

    START of the Shift (CJSim™) Analysis (phase 1/Question 1 section) END of the Shift (CJSim™) Analysis (phase 3/Question 3 section)

    (CJSim™) MID-SHIFT Purposeful Clinical Judgment (Complete after reviewing EHR/Question 2 section)

    Answer these questions about today's client:

    1. Recognize Cues — Explain any assessment changes since the start of shift.

    2. Analyze Cues — How are the changes important or significant?

    3. Prioritize Hypothesis — What could be causing the changes?

    4. Generate Solutions — What can/should you do about these changes?

    5. Take Action — What did I do about it? What would I do about it?

    6. Evaluate Outcomes — Did my actions make a difference? Why are why not? What should have been done differently?

    END of Shift (CJSim™) Priorities — How Has Your Client Changed? (phase 3/Question 3 section)

    Recognize & Analyze Cues Prioritize Hypotheses Generate Solutions & Take Actions Evaluate Outcomes

    Priority Assessments/Cues Priority Hypotheses for Nursing Care Priority Interventions/Actions Priority Teaching/Discharge Needs

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    Priority Laboratory Tests/

    Diagnostic Cues
    Priority Actual & Potential

    Complications/Cues
    Priority Medications Priority Collaborative Actions

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    Clinical Debriefing (Complete these questions after completely caring for the client and answering the questions for the client)

    Answer these questions about today's client:

    1. Compare this client with one that you've cared for previously in clinical, simulation, or a class case study. What things were the same and what was different
    related to their condition, assessment findings, provider prescriptions, medications, etc .?

    2. Compare this client with the "textbook", what was the same and what was different?

    Relearning: Clinical Judgment Plan of Care Template

    Relearning Clinical Judgment Plan of Care Template-July24 © 2024 Chamberlain University. All Rights Reserved. 3

    CONSIDER QUESTIONS Document the Answers to Your Questions Here

    Consider Questions from CJSim™ Question #1 Consider Questions from CJSim™ Question #2 Consider Questions from CJSim™ Question #3

    1.

    2.

    3.

    1.

    2.

    3.

    1.

    2.

    3.

    Reflection Exercise (After providing care during the CJSim™ and completing the plan of care template for your assigned client, answer the following reflection

    questions focusing on the care you provided for this CJSim™ client.)

    CJSim™ Reflection Questions:

    1. What additional information would you need to provide more comprehensive care for the client?

    2. What could you have done better or differently to improve the outcome? Why?

    3. Describe what was most challenging for you when caring for the clients in the CJSim™?

    4. Identify the additional equipment, resources, or assistance needed to improve the care you provided.

    5. Share the key areas of care that were new to you that you had not experienced before.

    6. How will your above reflections impact your future practice and improve your clinical judgment?

    NurseTim, Inc. (2021). NurseThink® clinical judgment plan for care template for CJSim RN .

    **## CJSIMBenchmarkfundamental.pdf**

    Student Overview CLARIS NJIKE ID: D41284211

    CourseFundamentals: Patient Care-
    Belcher

    Instructor Elissa Belcher

    AssessmentW7 NR226 CJE
    Fundamentals Benchmark
    2551

    Assessment Date 10/13/2025

    MY SCORE

    67.23%

    CLASS AVERAGE

    68.69%
    NATIONAL AVERAGE

    65.37%

    StdDev 0.0857

    Mean 34.3444

    Median 34.4583
    Rank 5 / 6

    Class Percentile 0.25

    National Percentile0.5635

    Category Performance

    Student Score National Average Average Score Range Needs Improvement

    Needs Review Doing Well

    NurseThink Testing

    119 items

    Category Name Student Score National Average Class Average Points Status

    CJE Exam Version

    67.23% 65.37% 68.69% 33.616667

    CJE Benchmark

    67.23% 65.37% 68.69% 33.616667

    Clinical Judgment
    Measurement
    Model

    67.23% 65.37% 68.69% 33.616667

    1-Recognize Cues 78.57% 69.71% 75.79% 5.5

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    Category Name Student Score National Average Class Average Points Status

    2-Analyze Cues

    58.5% 56.4% 59.42% 5.85

    3-Prioritize
    Hypotheses

    73.81% 70.69% 77.38% 5.166667

    4-Generate
    Solutions

    71.43% 64.46% 64.76% 5

    5-Take Actions

    77.78% 70.53% 71.3% 7

    6-Evaluate
    Outcomes

    51% 63.55% 67.31% 5.1

    Concept

    67.23% 65.37% 68.69% 33.616667

    Accountability
    Concept

    53.33% 45.55% 71.11% 1.6

    Advocacy Concept

    100% 40.16% 16.67% 1

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    Category Name Student Score National Average Class Average Points Status

    Clotting Concept

    100% 83.61% 83.33% 1

    Comfort Concept

    68.75% 73.55% 71.18% 2.75

    Communication
    Concept

    56.25% 63.58% 75% 2.25

    Culture Concept

    50% 68.34% 75% 1

    Ethics Concept

    100% 91.75% 86.11% 3

    Fluid &
    Electrolyte Balance
    Concept

    86.67% 78.21% 85.56% 2.6

    Functional Ability
    Concept

    45.83% 61.51% 60.42% 0.916667

    Health Promotion
    Concept

    50% 70.08% 58.33% 0.5

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    Category Name Student Score National Average Class Average Points Status

    Infection Concept

    100% 57.4% 100% 2

    Intracranial
    Regulation Concept

    100% 32.44% 33.33% 1

    Legal Issues
    Concept

    0% 75.94% 83.33% 0

    Mobility Concept

    50% 48.7% 50% 1

    Nutrition Concept

    66.67% 52.58% 61.11% 2

    Oxygenation &
    Gas Exchange
    Concept

    50% 69.88% 50% 1

    Perfusion Concept

    50% 48.23% 58.33% 1

    Professionalism
    Concept

    100% 53.51% 50% 1

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    Category Name Student Score National Average Class Average Points Status

    Safety Concept

    58.33% 74.62% 78.7% 3.5

    Sensory Perception
    Concept

    0% 7.18% 0% 0

    Sexuality Concept

    100% 92.74% 100% 1

    Stress &
    Coping Concept

    100% 82.01% 93.33% 2

    Tissue Integrity
    Concept

    75% 70% 33.33% 1.5

    Exemplar-Disease

    67.23% 65.37% 68.69% 33.616667

    Advocacy

    100% 40.16% 16.67% 1

    Antibiotic Resistant
    Infection

    100% 56.49% 100% 1

    Asthma 0% 68.6% 16.67% 0

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    Category Name Student Score National Average Class Average Points Status

    Care Coordination

    60% 70.53% 73.33% 0.6

    Chronic Kidney
    Disease

    100% 63.66% 83.33% 1

    Deep Vein
    Thrombosis (DVT)

    100% 83.61% 83.33% 1

    Devices &
    Restraints

    0% 75.94% 83.33% 0

    Diabetes

    60% 67.99% 80% 0.6

    Documentation

    0% 40.66% 66.67% 0

    End-of-Life Care

    100% 86.48% 66.67% 1

    Enteral and
    Parenteral Nutrition

    100% 64.02% 100% 1

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    Category Name Student Score National Average Class Average Points Status

    Ethical Principles

    100% 53.51% 50% 1

    Falls

    50% 68.34% 83.33% 1

    Fibromyalgia

    30.56% 64.17% 58.8% 0.916667

    Fluid Overload

    100% 93.01% 100% 1

    Grief

    100% 76.64% 100% 1

    Handoff
    Communication

    0% 51.23% 66.67% 0

    Heart Failure

    100% 71.09% 83.33% 1

    Hypertension
    (HTN)

    0% 32.79% 33.33% 0

    Isolation
    Precautions

    100% 75.56% 95.83% 2

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    Category Name Student Score National Average Class Average Points Status

    Malnutrition

    100% 65.71% 83.33% 1

    Medication
    Administration

    71.43% 68.02% 73.41% 5

    Mobility
    Techniques &
    Devices

    50% 48.7% 50% 1

    Pain: Acute &
    Chronic

    91.67% 74.9% 76.39% 2.75

    Patient Education

    12.5% 69.99% 58.33% 0.25

    Patient Rights
    &
    Confidentiality

    100% 95.96% 100% 1

    Postoperative Care

    0% 28.02% 0% 0

    Preoperative Care 100% 55.93% 100% 1

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    Category Name Student Score National Average Class Average Points Status

    Pressure Injury

    100% 72.57% 33.33% 1

    Sexually
    Transmitted
    Infections (STIs)

    100% 92.74% 100% 1

    Spinal Cord Injuries

    100% 71.16% 83.33% 1

    Therapeutic
    Communication

    100% 82.1% 85% 2

    Traumatic Brain
    Injury

    100% 32.44% 33.33% 1

    Visual Impairment

    0% 7.18% 0% 0

    Wound Care &
    Wound Healing

    50% 67.43% 33.33% 0.5

    Item Type

    67.23% 65.37% 68.69% 33.616667

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    Category Name Student Score National Average Class Average Points Status

    Calculation

    100% 90.07% 83.33% 1

    Cloze

    25% 68.46% 44.44% 0.5

    Highlight

    50% 30.4% 50% 1

    HotSpot

    0% 28.02% 0% 0

    Matrix

    86.67% 76.12% 77.78% 2.6

    Multiple Choice

    78.57% 66.93% 75% 22

    Multiple Response

    54.31% 67.22% 64.91% 6.516667

    Ordering

    0% 43.35% 50% 0

    NCLEX® Client
    Needs

    67.23% 65.37% 68.69% 33.616667

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    Category Name Student Score National Average Class Average Points Status

    Basic Care and
    Comfort

    76.85% 65.26% 68.98% 6.916667

    Health Promotion
    and Maintenance

    76.67% 70.12% 75.42% 4.6

    Management of
    Care

    65.71% 64.89% 62.22% 4.6

    Pharmacological
    and Parenteral
    Therapies

    57.14% 68.25% 63.89% 4

    Physiological
    Adaptation

    70% 65.61% 66.67% 3.5

    Psychosocial
    Integrity

    66.67% 64.12% 70% 4

    Reduction of Risk
    Potential

    60% 56.15% 56.67% 3

    Safety and
    Infection Control

    60% 66.96% 88.33% 3

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    Category Name Student Score National Average Class Average Points Status

    QSEN
    Competencies

    67.23% 65.37% 68.69% 33.616667

    Evidence-based
    Practice

    62.5% 70.64% 67.71% 5

    Informatics

    50% 47.09% 58.33% 1

    Patient-Centered
    Care

    78.65% 69.08% 71.38% 16.516667

    Safety

    56.67% 60.2% 66.48% 8.5

    Teamwork and
    Collaboration

    65% 63.83% 70% 2.6

    RN Nursing
    Process

    67.23% 65.37% 68.69% 33.616667

    1-Assessment 78.57% 69.71% 75.79% 5.5

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    Category Name Student Score National Average Class Average Points Status

    2-Analysis

    64.8% 62.28% 66.81% 11.016667

    3-Planning

    71.43% 64.46% 64.76% 5

    4-Implementation

    77.78% 70.53% 71.3% 7

    5-Evaluation

    51% 63.55% 67.31% 5.1

    Specialty Focus

    67.23% 65.37% 68.69% 33.616667

    Fundamentals

    67.23% 65.37% 68.69% 33.616667

    System

    67.23% 65.37% 68.69% 33.616667

    Cardiovascular
    System

    33.33% 62.62% 61.11% 1

    Community System 100% 76.64% 100% 1

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    Category Name Student Score National Average Class Average Points Status

    Fluid Electrolyte
    Acid-Base System

    100% 71.09% 83.33% 1

    Gastrointestinal
    System

    75% 58.06% 68.75% 3

    Immune System

    100% 57.4% 100% 2

    Integumentary
    System

    75% 70% 33.33% 1.5

    Leadership System

    66.67% 66.51% 68.06% 4

    Multisystem

    51.94% 66.37% 70.69% 3.116667

    Musculoskeletal
    System

    50% 48.7% 50% 1

    Neurological
    System

    83.33% 43.51% 52.78% 2.5

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    Category Name Student Score National Average Class Average Points Status

    Pain System

    68.75% 73.55% 71.18% 2.75

    Psychosocial
    System

    81.25% 80.26% 71.67% 3.25

    Renal System

    100% 78.34% 91.67% 2

    Reproductive
    System

    100% 92.74% 100% 1

    Respiratory System

    50% 69.88% 50% 1

    Safety System

    58.33% 68.16% 80.09% 3.5

    Sensory System

    0% 7.18% 0% 0

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  • [Solved] Interview a EL or ESL teacher

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    Executive Solution Overview

    Find an ESL Teacher or English learner to interview either in person, over the phone, or through e-mail. (minimum of 10 questions required) with their responses Additionally, include a two-page reflection on the information you learned and any possible connections to this course’s information.

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    Assignment Prompt & Instructions

    Find an ESL Teacher or English learner to interview either in person, over the phone, or through e-mail.   (minimum of 10 questions required) with their responses   Additionally, include a two-page reflection on the information you learned and any possible connections to this course’s information.